Developing a Critical Analysis of a Text

Critical analysis is a central process in all academic work. It involves

thinking critically, which is applying rational and logical thinking while
deconstructing the texts you read (and write).
Start firstly by asking questions that relate to the context and the big
picture of a text. Then ask questions about the author's argument and the
evidence provided to support it. You should also consider the style of writing
and how it affects the clarity with which the author's argument is presented.
These questions help to you identify the significance of a text:
Who is the author and when was this written?
Was it written in response to another text?
What is this author saying? (What is his/her argument?)
What are the main points of this text? Highlight these or note them
down.
What is the author's standpoint and what are the underlying values in
this text?

These questions help you to judge the validity of the argument or the
author's point of view:
What is the quality of the evidence?
Examine the conclusion carefully and ask: is this the correct conclusion
from the points made in the argument?
Is every point relevant? Does one point lead logically to the next? (This
is a way of checking whether it flows logically.)
What has been left out and is this significant? Why?
Which parts do I agree with and why?
Which parts do I disagree with and why?
What are the strengths of this text?
What are the weaknesses?
What assumptions does the author make?
Do I agree or disagree with these?
 These questions help you to examine how the language and the style of
writing used can contribute to how clearly (or not) the author conveys the
argument/point of view in a text:
Is the argument clearly expressed? Is it written in plain language or
language that obscures?

Is the aim of the text clearly expressed in the introduction?

What is the quality of the evidence?

Is there a clear conclusion?

Are any words and phrases ambiguous?

Developing Reading Skills: Critical analysis

In this section you will learn:

o what to do when you start reading

o to consider the context

o to look at how writing is presented

o to analyze arguments and evidence and

o to compare and contrast with what other writers have written about.

1. Start reading
Asking questions about how ideas and knowledge are discussed and
evidenced in a particular subject will develop your perceptions in that area.

Abstracts, introductions and conclusions usually state the context,

main claim and main findings. They are useful places from which to
start.
 Noting the structure of an argument will help in its analysis. When
reading the body of the text, separate the arguments from the
evidence and the conclusions drawn.

Critical reading involves being objective about a text. You will probably
need to read to understand the content first and then actively read
with an analytical attitude.

Reflect on your own beliefs and values. Consider your personal

responses to a text.

Compare and contrast related readings. Exploring similarities and

differences will help you to understand an issue.

Consider the context

o It is not enough to understand what you read, nor is it enough to

collect information.

o You are also expected to reflect on what you are reading and to make
judgments.

o You first need to ask questions and think about how the subject matter
is presented.

Following are some examples of the sort of questions you could ask.

When was the article written?

Consider the history of that time, and be aware of any current interest
in this subject. Are the ideas still important now?

Who wrote the article?

What audience is the work written for?

3. Consider how the writing is presented

o How well does the author use language? Does the author use emotive
language?

o Is the language appropriate for the subject? Different subjects talk

about knowledge in different ways.

o Are the authors aims clearly stated? Are these consistent with what is
discussed in the body of the text?

o Have the ideas been fully developed? Is there enough information? Is

too much information included?

o Is a particular theory used? Is it clearly presented?

4. Analysing argument and evidence

What is the authors standpoint/central claim or purpose? Assess the

strength of the claim/argument. Does it cover enough, is it specific?

Consider how the writers standpoint is developed. What evidence has

been presented? What evidence has not been presented? Is the
evidence convincing? Is it logical? Where does it come from
statistical, primary data, literature?

Does the author make his/her position clear? Is the author objective?
Look for personal opinion. Consider the interpretation of the data and
ask if it seems to be manipulated to meet the authors position.

Is the conclusion reasonable? Does it relate to the authors central

position?

5. Comparing and contrasting with other writings

Do the findings of other researchers/authors confirm what is

concluded?
 Are there other approaches to the issue under discussion?

What do other writers say about this topic?

Does this article advance knowledge on the subject?

.
Windschuttle, K & Elliot, E 1999, Writing, researching, communicating:
communication skills for the information age, 3rd edn, McGraw-Hill,
Sydney.